Evaluating Teacher Evaluation – Evidence From Chile

34 Pages Posted: 28 Oct 2018

See all articles by Andreas de Barros

Andreas de Barros

Harvard University - Harvard Graduate School of Education

Date Written: August 19, 2018


This study applies a quasi-experimental research design to evaluate the effects of Chile’s national teacher evaluation system on teacher productivity (as measured by student learning), on teaching behaviors, and on teacher beliefs. The paper’s identification strategy exploits a recent change in the evaluation assignment mechanism, together with a discontinuity in the evaluation system’s scoring mechanism. Jointly, these two factors provide plausibly exogenous variation in which teachers get newly evaluated, after two years. My econometric analysis is motivated by, and overcomes, two limitations of a simple regression-discontinuity approach: systematic sorting of teachers close to the cut-off score, as well as additional programs that also use the same cut-off to determine teacher eligibility. The study’s main results suggest that student learning, teacher beliefs, and teaching behaviors remain unaffected by a teacher’s reevaluation, both in the year of the evaluation and in the year thereafter. The article confirms that these findings are not driven by a teacher’s level of work experience, by student sorting, or by systematic attrition.

Keywords: Chile; Education; Teacher Evaluation; Teachers

JEL Classification: I21; J24

Suggested Citation

de Barros, Andreas, Evaluating Teacher Evaluation – Evidence From Chile (August 19, 2018). Available at SSRN: https://ssrn.com/abstract=3260613 or http://dx.doi.org/10.2139/ssrn.3260613

Andreas De Barros (Contact Author)

Harvard University - Harvard Graduate School of Education ( email )

6 Appian Way
Cambridge, MA 02138
United States

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